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ERIC Number: EJ824398
Record Type: Journal
Publication Date: 2009-Feb
Pages: 17
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-0141-0423
How Technology for Comprehension Training Can Support Conversation towards the Joint Construction of Meaning
Yuill, Nicola; Pearce, Darren; Kerawalla, Lucinda; Harris, Amanda; Luckin, Rosemary
Journal of Research in Reading, v32 n1 p109-125 Feb 2009
Two studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7-9-year-olds took a reading-specific multiple classification (RMC) pre-test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual-control or individual technology. Discussion produced more accurate post-test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8-9-year-olds were pre-tested on story recall and worked in pairs on a SCoSS-supported story construction task, requiring collaborative inference-making, hypothesis generation and selection. Post-test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A